Cross-Cultural Adaptation and Validation of the Malay Version of Sports Motivation Scale-II

The 18-item Sport Motivation Scale (SMS-II) is one of the most-utilised scales measuring athletes’ motivation and its psychometric properties. However, we found no Malay version used to examine the Malaysian multi-ethnic population. Thus, the study aimed to translate and validate the SMS-II into the Malay version using confirmatory factor analysis. A total of 436 (16.44 ± 1.22) state athletes were asked to complete the SMS-II Malay version, which utilised the forward–backwards translation method. The results showed an acceptable fit with the data (CFI = 0.906, SRMR = 0.064; RMSEA = 0.056) and internal consistency, with a Cronbach’s alpha value that exceeded 0.50, which supported its usage for the assessment of motivation among the multi-ethnic Malaysian athletes. The Cronbach’s alpha values of all the factors were satisfactory, except for introjected regulation. Thus, further studies are needed to improve the reliability of such factors. Nonetheless, the Malay version of SMS-II was found to be valid and reliable for assessing the level of motivation of the multi-ethnic Malaysian athletes.

Az Edzői Viselkedés Kérdőív hazai adaptációja

Háttér és célkitűzések: Jelen tanulmány célja az Edzői Viselkedés Kérdőív (Coaching Behaviour Questionnaire) magyar változatának pszichometriai vizsgálata, a mérőeszköz reliabilitásának és validitásának ellenőrzése. Módszerek: A kérdőív érvényességét és megbízhatóságát egy 490 fős kényelmi mintán (234 férfi és 256 nő, átlagéletkor = 19,49 év; SD = 5,05 év) ellenőriztük. Az Edzői Viselkedés Kérdőív mellett felvételre került a Sportkörnyezet Kérdőív, a Sportmotiváció-2 Kérdőív, az Edző-Sportoló Kapcsolat Kérdőív, valamint a Sportverseny Pillanatnyi Szorongás Skála. Eredmények: A megerősítő faktoranalízis eredményeképpen az Edzői Viselkedés Kérdőív kétfaktoros elméleti modelljének illeszkedési mutatói megfelelőnek bizonyultak (χ 2 = 386,36;df = 89; TLI = 0,90; CFI = 0,91; RMSEA = 0,08 [90% CI = 0,07 – 0,09]; SRMR = 0,07). A kérdőív skáláinak belső megbízhatósága elfogadható (Negatív reakció Cronbach-α = 0,87, Támogatás Cronbach-α = 0,87). A konvergens validitás vizsgálata során a korábbi kutatásokkal megegyező korrelációkat kaptunk a Támogatás alskála és az észlelt autonómiatámogatás, az önbizalom, a sportmotiváció típusai és az edző-sportoló kapcsolat minősége között (r = –0,29 – 0,90; p < 0,001), a Negatív reakció alskála mindezeken a skálákon túl szignifikáns kapcsolatba hozható a sportolói állapotszorongással is (r = 0,21 – 0,25; p < 0,001). Következtetések: Az Edzői Viselkedés Kérdőív magyarra fordított változata pszichometriailag megfelelő mérőeszköznek tekinthető. Background and aims: The purpose of the study was to examine the psychometric properties of the Hungarian version of the Coaching Behaviour Questionnaire and examine the reliability and validity of this questionnaire. Methods: 432 athletes were involved in this study (mean age = 19.49; SD = 5.05; men = 234; women = 256). Besides the above-mentioned questionnaire, the Sport Climate Questionnaire, the Sport Motivation Scale-2, the Coach-Athlete Relationship Questionnaire, and the Competitive State Anxiety Inventory-2 were applied for the validation. Results: The confirmatory factor analysis supported the two-dimensional theoretical model (χ 2 = 386.36;df = 89; TLI = 0.90; CFI = 0.91; RMSEA = 0.08 [90% CI = 0.07 – 0.09]; SRMR = 0.07), that indicated an acceptable fit to the data. Internal consistency of the subscales (Negative activation Cronbach’s α = 0.87, Supportiveness Cronbach’s α = 0.87) proved to be adequate. Examination of construct validity revealed positive relationships among Supportiveness subscale and self-determined motivation, autonomy-supported coach behaviour, self-confidence and coach-athlete relationship (r = – 0.29 – 0.70), and negative relationship among the Negative activation and the trait anxiety in addition to the below mentioned scales (r = 0.21 – 0.25). Discussion: The Hungarian version of the CBQ seems to be a valid and reliable questionnaire to measure.

THE RELATIONSHIP BETWEEN THE TEACHING STYLE OF SWIMMING COACHES AND THEIR ATHLETES’ MOTIVATION FOR SPORT

The paper presents a research dealing with one of the most relevant problems in sports education science, the coach’s influence on young athletes’ motivation. The aim of the research is to investigate the correlations between manifestation of the teaching style applied by coaches and motivation of their athletes for sport. The research raises a hypothesis that the teaching styles applied by coaches may be related to the motivation for sport in the athletes being trained. The research is based on the provisions of reproductive and productive teaching methods as well as the self-determination theory. The research involved 14–18-year-old swimmers and their coaches. Two questionnaires have been employed: description of the teaching style (Curtner-Smith et al., 2001; Hein et al., 2012) and sport motivation scale (SMS–II; Pelletier et al., 2013). Referring to the responses in relation to manifestation of the teaching style, the coaches have been divided into three groups. The one factor analysis of variance (ANOVA) was applied to test the research hypothesis. The research hypothesis was proven only partly. It was found that application of different teaching styles may have had effect on young athletes’ external motivation only. It can be substantiated that the teaching style employed by swimming coaches and related both reproductive and reproductive teaching methods have no significant effect on young athletes’ intrinsic motivation for sport in the coaching practise.

CHEERLEADERS’ MOTIVATION AND READINESS TO RETURN TO SPORT FOLLOWING INJURY

Returning to sport following an injury is a process that is riddled with difficulties, especially so for competitive athletes. This is a quantitative research employed survey method. A total of 130 cheerleaders (age = 25.66 ± 4.928 years old) participated in this study where they have suffered from an injury that has put them out from sports for 1 - 4 weeks. Two inventories were completed: 1) Adapted Sport Motivation Scale and 2) Readiness to Return to Sport Questionnaire. The demographic data collected were age, team cheer division, position in team and injury duration. Descriptive statistics and inferential statistics (Pearson product-moment correlation, Independent T-test and One-way ANOVA) were used to analyze the data. Results from the study showed that there were significant effects (p <0.05) of intrinsic motivation (toward accomplishment and experience stimulation) and extrinsic motivation (identified regulation, introjected and external regulation) of athletes towards returning to sport after injury. This demonstrated that motivation significantly influenced athletes’ readiness to return to sport following an injury. Correlation analyses revealed that the effects of intrinsic and extrinsic motivation towards athletes’ readiness to return to sports following injury were associated with a positive renewed perspective on engaging in sports. As the athletes perceived themselves to be psychologically ready to return to sport after injury; it also reflected on their self-determination to attempt the sport again without fear, worry, concern and anxiety of reinjure from occurring. This study indicated the importance of motivation in assisting injured athletes in returning to sport. Most athletes returned to sport because of others’ expectations on themselves although they were not fully mentally prepared to return to sport due to their fear and concerns of performing at peak performance again.

An Examination of Sport Motivation, Motivational Climate, and Athlete Burnout within the Developmental Model of Sport Participation

Young adults’ retrospective recall of high school sport motivations, motivational climate, and burnout were compared based on whether they fit the “specializer” or “sampler” track within the Developmental Model of Sport Participation (DMSP, Côté & Fraser-Thomas, 2007). College students (N = 156) fitting these two DMSP tracks completed their recall of sport motivations (Sport Motivation Scale-II), motivational climate (Motivational Climate Scale for Youth Sports) and athlete burnout (Athlete Burnout Questionnaire). Separate one-way MANOVAs comparing samplers (n = 113) and specializers (n = 43) on these variables were not significant (p > .05). Multiple regression analyses showed amotivation and intrinsic regulation were significant positive and negative predictors (respectively) of burnout dimensions. Performance climate was predictive of exhaustion and sport devaluation, while mastery climate negatively predicted reduced sense of accomplishment. Although Self-Determination Theory was further supported in examining burnout, lack of differences across DMSP track suggests that samplers and specializers in non-elite, amateur youth sport settings do not differ in burnout.

La Educación Física bilingüe como forma de motivar hacia el aprendizaje en una lengua extranjera. Estudio preliminar basado en el Modelo Trans-Contextual (Bilingual Physical Education as a way to motivate learning in a foreign language. Preliminary study

El objetivo de este trabajo ha sido estudiar la relación entre la percepción de un clima de apoyo a la autonomía, la motivación autónoma en Educación Física (EF) y el aprendizaje en Lengua Extranjera (LE), la Disposición a comunicarse en LE para las cuatro destrezas lingüísticas, y las calificaciones en el área de LE. La muestra de este estudio preliminar se compuso de 401 estudiantes (169 chicos y 232 chicas), con una edad media de 13.7 años, de cursos de primero de ESO a primero de Bachillerato de la provincia de Almería. Se utilizó un cuestionario con diversas preguntas y con la escala Language Learning Orientations Scale-Intrinsic Motivation, el cuestionario de Extrinsic Motivation and Amotivation Subscales, el Sport Motivation Scale para la EF, el Learning Climate Questionnaire y la escala Willingness to Communicate in the Classroom. Se llevaron a cabo análisis descriptivos, de correlación y modelos estructurales. Como conclusión, se puede afirmar que en el caso de la motivación autónoma en EF AICLE, existe un “salto trans-contextual” del contexto de la EF al de la LE. Palabras clave: Educación Física, enseñanza, bilingüismo, lengua extranjera, Modelo Trans-Contextual. Abstract: The aim of this research was to study the relationship between the perception of a climate of support for autonomy, autonomous motivation in Physical Education PE and learning in Foreign Language (LE), the Willingness to communicate in FL for the four linguistic skills, and the qualifications in the area of ​​LE. The sample of this preliminary study consisted of 401 students (169 boys and 232 girls), with an average age of 13.7 years, of courses from first of ESO to first of Bachelor´s degree of the province of Almería. A questionnaire was used with several questions and with the Language Learning Orientations Scale-Intrinsic Motivation scale, the Extrinsic Motivation and Amotivation Subscales questionnaire, the Sport Motivation Scale for EF, the Learning Climate Questionnaire and the Willingness to Communicate in the Classroom scale. Descriptive analyzes, correlation and structural models were carried out. In conclusion, it can be affirmed that in the case of autonomous motivation in CLIL EF, there is a “trans-contextual leap” from the context of the PE to that of the FL.

A sportolói kiégés kérdőív hazai adaptációja

Háttér és célkitűzések:Jelen tanulmány célja a Sportolói Kiégés Kérdőív (ABQ, Raedeke és Smith, 2001) magyar változatának pszichometriai vizsgálata, a mérőeszköz reliabilitásának és validitásának ellenőrzése. Módszer: A kérdőív érvényességét és megbízhatóságát egy 1317 fős kényelmi mintán ellenőriztük. A fent említett kérdőív mellett felvételre került a Sportkörnyezet Kérdőív (SCQ-H; Deci, 2001; Kovács, Gyömbér, F. Földi és Lénárt, megjelenés alatt), a Sportmotiváció-2 Kérdőív (SMS-2; Smohai és mtsai, 2019) és a Majdnem Tökéletes Skála rövid változata (SAPS; Reinhardt, Tóth és Rice, 2019).Eredmények:A megerősítő faktoranalízis az eredeti faktorstruktúrát alátámasztó eredményeket mutatott, három elkülönülő faktort kaptunk (Kimerültség; Leértékelés; Teljesítmény csökkenése). A kérdőív skáláinak belső megbízhatósága megfelelőnek bizonyult (Cronbach α: 0,76–0,86). Az időbeli stabilitás vizsgálata során pozitív erős kapcsolatot találtunk a teszt-reteszt között [Kimerültség – r(121) = 0,92, p < 0,001; Leértékelés – r(123) = 0,90, p < 0,001; Teljesítmény csökkenése – r(123) = 0,60, p < 0,001]. A konvergens validitás vizsgálata során a korábbi kutatásokkal megegyező, gyenge-közepes korrelációkat kaptunk (r = –0,20–0,52) a sportolói kiégés három skálája és a sportmotiváció típusai, az észlelt edzői autonómiatámogatás mértéke és a perfekcionizmus formái között.Következtetések:A kérdőív magyarra fordított változata pszichometriailag megfelelő mérőeszköznek tekinthető, kiváltképp serdülők körében alkalmazva.Background and aims:The goal of this study is to investigate the psychometric characteristics of the Hungarian version of the Athlete Burnout Questionnaire (ABQ, Raedeke and Smith, 2001) and examinate the reliability and validity of this questionnaire.Methods:1317 athletes were involved in this study (mean age = 20,45; SD = 4,39; men = 649; women = 669). Beside the above mentioned questionnaire (ABQ-H), the Sport Climate Questionnaire (SCQ-H; Deci, 2001; Kovács, Gyömbér, F. Földi, & Lénárt, in press), the Sport Motivation Scale -2 (SMS-2; Smohai et al, 2019) and the Short Almost Perfect Scale (Reinhardt, Tóth and Rice, 2019) were applied for the validation.Results:The confi rmatory factor analysis showed consistency with the original structure. We found three, separated factors: reduced sense of accomplishment; emotional and physical exhaustion and devaluation. Internal consistency of the subscales (Cronbach-α: 0,76 – 0,86) proved to be adequate. Correlation coeffi cient for test-retest reliability was ranging from 0,60 to 0,92 (Exhaustion – r(121) = 0,92, p < 0.001; Devaluation – r(123) = 0,90, p < 0,001; Reduced sense of accomplishment - r(123) = 0,60, p < 0,001). Examination of convergent validity revealed small relationships (r = -0,20 – 0,52) – as it was found in the literature too – among the three scales of athletic burnout, the types of sportmotivation, the level of the perceived autonomy support from coach and the forms of perfectionism.Discussion:The Hungarian version of the ABQ seems to be a valid and reliable questionnaire to measure, among adolescent athletes particularly.

The role of resilience on motivation among Brazilian athletics and swimming parathletes

This cross-secctional study investigated the role of resilience on motivation among athletics and swimming parathletes. The subjects were 64 male (n=41) and female (n=23) parathletes from North and Northeast regions of Brazil. The parathletes were practitioners of athletics (69.5%) and swimming (30.5%), with mean age of 28.42±11.32 years. The instruments were the Sport Motivation Scale-II and Connor-Davidson Resilience Scale. Data analysis was conducted thorugh Kolmogorov Smirnov, Spearman correlation and Path Analysis (p<0.05). The results showed that resilience showed significant correlation (p<0.05) with all controlled and autonomous regulations: external (r=0.29), introjected (r=0.40), identified (r=0.29), integrated (r=0.26) and intrinsic (r=0.42). Path Analysis revealed that that resilience showed a significant (p 0.05) and effect on intrinsic, introjected and external regulations, explaining 16%, 11% and 11% of the variance of the variables, respectively. It should be noted that resilience had a moderate and positive effect on intrinsic (β=0.40), introjected (β=0.33) and external (β=0.33) regulations. It was concluded that in the context of the paralympic athletics and swimming, resilience seems to be an intervening factor on both autonomous and controlled motivation.

Motivational analysis during one season in female football in Castilla y León (Spain) (Análisis motivacional durante una temporada de fútbol femenino en Castilla y León (España))

Despite the importance of football in today’s society, little research has been done on female football. The principal aim of this investigation is to find out why women participate in this sport, to identify goal orientations, as well as to analyse the perceived motivational climate and differences according to category and stage of the season in women’s football. In order to achieve this, we have used a sample of 41 female football players belonging to three different football clubs of Castilla y León in three different ranks (1st Regional B Football 11, 1st Regional Futsal, and 2nd National Football 11), aged between 15 and 19 years old, which were administered the Sport Motivation Scale by Pelletier et al. (1995), the Task and Ego Orientation in Sport Questionnaire by Duda and Nicholls (1989) and the Perceived Motivational Climate in Sport Questionnaire-2 by Newton et al (2000). Results reveal that the subjects present more Intrinsic than Extrinsic Motivation and obtained low rating values in Amotivation. Referring to the goal orientation matter, evidence confirms that the levels of Task Orientation are higher than to Ego in every rank, with the latter decreasing throughout the season. In every team, the subjects perceived a greater Task-involving climate than to Ego-involving, although higher values in the Ego-involving climate were achieved in the 2nd National Football 11 compared to the other ranks. Resumen. Pese a la importancia del fútbol en la sociedad actual hay pocos estudios que se centren en el fútbol femenino. El objetivo de este trabajo es conocer las razones de participación en el deporte, identificar las orientaciones de meta, así como analizar el clima motivacional percibido y las diferencias existentes en función de la categoría y la etapa de la temporada en el fútbol femenino. Para ello, se empleó una muestra de 41 futbolistas femeninas pertenecientes a tres clubes de fútbol de Castilla y León de tres categorías distintas (1ª Regional B Fútbol 11, 1ª Regional Fútbol Sala, y 2ª Nacional Fútbol 11), con edades comprendidas entre 15 y 29 años, a las cuales se les administraron la Escala de Motivación Deportiva de Pelletier et al. (1995), el Cuestionario de Orientación a la Tarea y al Ego de Duda y Nicholls (1989) y el Cuestionario de Clima Motivacional Percibido en el Deporte de Newton et al. (2000). Los resultados revelan que las participantes mostraron una mayor Motivación Intrínseca que Extrínseca y obtuvieron unos valores bajos en Amotivación. En relación a las orientaciones de meta, en todas las categorías aparecen valores más elevados en la Orientación a la tarea que al ego, con un descenso de esta última a lo largo de la temporada. En todos los equipos, las participantes percibieron un mayor Clima de implicación hacia la Tarea que al Ego, aunque en la 2ª Nacional Fútbol 11 alcanzaron valores más elevados en Clima de implicación al Ego respecto a las otras dos categorías.